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In ‘Numberland’: play-based pedagogy in response to imaginative numeracy
Linnaeus University, Faculty of Social Sciences, Department of Education.
University of Gothenburg.
2018 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 26, no 1, p. 24-41Article in journal (Refereed) Published
Abstract [en]

The overarching interest of this study concerns how to outline learning opportunities and support in early childhood education (ECE) without losing its play-based character. More specifically, the study reports an empirical investigation into the evolving activity of a 6.5-year-old child and an adult conversing about the child’s drawing of ‘Numberland’. What the child’s drawing and his discussion about it with the adult tell us about his emergent mathematics skills is analysed. How the child shifts between speaking and enacting as if and as is, and how the adult supports his mathematics understanding through entering into the play-frame are analysed. How imaginary, play-based activities like this can provide the means for ECE and what this implies for the teacher are discussed.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 26, no 1, p. 24-41
Keyword [en]
Play, Learning, Emergent mathematics, Framing, Cultural–historical theory
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-67534DOI: 10.1080/09669760.2017.1368369OAI: oai:DiVA.org:lnu-67534DiVA, id: diva2:1137188
Available from: 2017-08-30 Created: 2017-08-30 Last updated: 2018-03-02Bibliographically approved

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Magnusson, Maria

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf